At BFIS we recognize that children have an innate curiosity and through our inspiring inquiry-based program, children foster their wonderings and knowledge. We know that our youngest students are competent, creative and resilient learners, who learn best through a ‘hands-on approach’ when making discoveries, within a supportive environment.
Having a strong understanding of who our students are, how they learn, and what their interests are, we are able to design a program that takes their learning, understanding and questioning further. Our program is inspired by Reggio Emilia, whose philosophy and practice recognizes that all children have multiple ways of playing, thinking, speaking and learning. Our environment supports this understanding by enabling children to self-select the tools and materials needed to express themselves and develop their potential. The voices of our students are heard and respected.
Reggio Emilia identifies the environment as the ‘third teacher.’ Knowing the capabilities of our learners, our environment is set up for the children to independently follow their interests, select materials and engage in a meaningful and intentional way. The setting promotes relationships, communication, collaboration, and exploration through play. Through a purposeful choice of materials, the environment promotes creativity, thinking, problem-solving and risk-taking through open-ended provocations.
Our learning environment reflects:
- The individual learning paths of students
- Accessibility of engagement for all learners
- Student ownership
- Stimulation to celebrate students’ capabilities
- Choice of materials and resources
- The changing needs as students learn and grow
- Opportunities for risk-taking in a safe and nurturing space
- Connection to nature
- Diversity of our community with honor and respect
Every child is valued as a contributing member of our community.
- As developing independent and empowered thinkers, our students...
- Demonstrate curiosity by asking their own questions and find their own answers
- See themselves as researchers as they wonder, hypothesize, investigate, and problem solve as they explore
- Value and appreciate their role in their learning process
- Welcome new opportunities through a growth mindset
- Are creators and Ambassadors of Community and Culture
The teacher’s role in EC is to work alongside our students by becoming a member of their learning group. Rather than be the one to guide the learning, our teacher’s follow the interests and engagements of the children. Not only can the teacher be used as a resource, but also as a support and guide to help them extend their thinking. As facilitators, the teachers help students to consider alternative approaches and assist them as they problem-solve through the challenging phases of their investigations.
- Hear and respect a child’s voice
- Value children’s thoughts and opinions
- Empower children to be learners
- Create a safe and caring environment based on respect and trust
- Develop a broad and balanced curriculum
- Document children’s learning, thinking, and interests
- Respect the value of childhood
- Provide the space for children to discover new passions and joy
Our Early Years programme celebrates the value of children learning through play. We recognise that it is through play, that children learn essential skills and gain knowledge. Play provides an optimal learning environment as it is fun, interactive, and social. Through play the children are able to develop in all areas of development; social emotional, language, cognitive, fine and gross motor as well as the more academic areas like reading, writing and math.
Our play-based programme works on 2 levels - Free Play and Guided Play
The aim of our programme is to support the child’s natural curiosity and challenge their thinking. Our Curriculum is an inquiry-based programme, where children are able to explore ideas and concepts through inquiry. We cover units including ‘Who we are’, ‘How the world works’, How we express ourselves’, ‘Sharing the planet’ and ‘Where we are in place and time’. Three to four units are implemented throughout the year, giving children the opportunity to delve deeply into each of the units, building their understanding, broadening their vocabulary and exploring the unit through a variety of experiences and perspectives.
In Early Childhood we see our students as emerging readers and writers, and support them through each of the developmental stages. Children learn through imitation, building on their vocabulary through stories, songs, discussions. and inquiry. They learn the art of conversation, as they become more aware of the need to listen, whilst others speak. They begin to recognize that print and illustrations are two different things. They begin to draw upon environmental print and start to recognize the consistency in letter names and sounds.
As emerging readers, students begin to read ’predictable’ text like within our morning messages, the refrain in stories and class lists. During their time in Early childhood, our students begin to retell familiar stories, predict the ending to stories and create their own stories through puppets, and dramatic play, - not to mention, adopt the role of teacher for an impromptu read-aloud!